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This timely and essential study examines how the twin transitions of digitalisation and ecological responsibility are reshaping the foundations of contemporary education. The book explores the systemic shifts in school organisation, professional roles, and working conditions, positioning itself at the intersection of educational management, sustainability, and technological change. It identifies persistent structural barriers that have been a hindrance to the implementation in recent years, ranging from inadequate infrastructure to institutional resistance. It also highlights innovative practices that have emerged through cross-disciplinary collaboration and pedagogical experimentation. Furthermore, it offers solutions that will help overcome the obstacles. Drawing on extensive empirical research and actual case studies, it captures the pressures placed on educators, particularly during crises, and the potential for renewal. A central focus lies in rethinking time use, task coordination, and teacher well-being, advocating for adaptive strategies and institutional support. In alignment with the European Union's strategic agenda, the book calls for an education system that is not only future-ready but also equitable, humane, and resilient.
Inhaltsverzeichnis
Recent Policy Changes In Teachers Working Time Across Europe.- Diagnosis, Identifying Key Challenges In Implementing The Twin Transition In Schools.- Equipping Educators And Students For The Future.- Integrating Sustainability And Technology Into Teaching Time.-Striking A Balance: Professional Growth And Rest In The Twin Transition.- Striking A Balance: Work And Leisure Time Management.
Über den Autor / die Autorin
Dr. Fabrice Serodes is a former student of the Ecole Normale Superieure. He holds a joint PhD in International Relations from the Universities of Salford and Tours. He has taught for many years at the higher education level (University of Tours, Sciences-Po Paris, Sciences-Po Lille, Catholic University of Lille) and at the secondary level in high schools (Lycée français de Bruxelles). He has worked in the private sector and on behalf of the Parliament (European Parliament Research Service) and the European Commission (Research Executive Agency). He is the author of several educational textbooks. He is also the author of reports and analytical inquiries on European public policies in the fields of culture and education (European Federation of Education Employers, European Social Fund).
Zusammenfassung
This timely and essential study examines how the twin transitions of digitalisation and ecological responsibility are reshaping the foundations of contemporary education. The book explores the systemic shifts in school organisation, professional roles, and working conditions, positioning itself at the intersection of educational management, sustainability, and technological change. It identifies persistent structural barriers that have been a hindrance to the implementation in recent years, ranging from inadequate infrastructure to institutional resistance. It also highlights innovative practices that have emerged through cross-disciplinary collaboration and pedagogical experimentation. Furthermore, it offers solutions that will help overcome the obstacles. Drawing on extensive empirical research and actual case studies, it captures the pressures placed on educators, particularly during crises, and the potential for renewal. A central focus lies in rethinking time use, task coordination, and teacher well-being, advocating for adaptive strategies and institutional support. In alignment with the European Union's strategic agenda, the book calls for an education system that is not only future-ready but also equitable, humane, and resilient.
